Improving Cooperative Behavior using Social Skills Instruction

in English Language Classrooms

Soe Darli Wai

Lecturer, Department of English, Myitkyina University, Ministry of Education, Myanmar
Email: soedarliwai89@gmail.com

Abstract
University students often exhibit a lack of social skills that interferes with
positive classroom interaction. This research examined the impact of an intervention
for improving respect for others, self-control, and listening to increase cooperative
behavior in students. Some university students often show a lack of social skills that
interferes with positive classroom interaction. This research aims to examine the
students’ problem presently exists within the targeted classrooms and teachers’ views
on improving students’ cooperative behavior using Social Skills Instruction in English
language classrooms. The data were collected through teacher observation, teacher
checklists and student surveys of 11 English language teachers and 149 English
specialization students from selected universities. Findings indicate that majority of
student responses were in favor of working in cooperative groups. Results of this
study show that the students favor the social skills instruction to improve cooperative
behavior. Social skills instruction has proven to be beneficial to the students who lack
these skills which are necessary to be successful in today's language classrooms.
Keywords: Cooperative behavior, Social Skills Instruction, Language classrooms

I. Introduction
Non-cooperative behavior in Myanmar university language classes is quite
often distinct from misbehavior both in form and motivation. This research began by
treating non-compliance as a set of learning/interaction habits rather than expressions
of a student’s character or moral identity. Qualitative and quantitative data were
gathered on: (a) students’ views on their place in the classroom community, (b)
students’ opinions on certain behaviors, and (c) teachers’ reflections on their
relationships with their classes. Participants were then asked to reflect on which
learning habits might be opened to change. The problem of lack of social skills among
students has generated a larger concern about the social well-being of society on a
national level. The index is based on measures such as teenage suicide, dropout rates,
drug abuse, and homicide. It ranges from 0 to 100, with 100 being the best. Garbarino
(1997) urges the public to take action as he explains his definition of a socially toxic
environment as: the social world of students, the social context in which they grow
up, has become poisonous to their development, just as toxic substances in the
environment threaten human well-being and survival. The nature of physical toxicity
is a matter for public policy and private concern. (pp. 13- 14) This problem of lack of
social skills is usually identified as an emotional or behavioral problem among
students. Evidence of this problem is shown in a study done by Achenbach and
Howell (as cited in Garbarino, 1997).

I.1 Facing a Challenging Environment

 Berreth and Berman (1997) discussed how today's students face a very
challenging environment. They explained how students feel hopeless, powerless, and
helpless which undermine their ability to trust and help others, as well as see any
meaningful point to their own future. Educators must help nurture empathy and self-
discipline in our students, as these two skills have been identified as prerequisites for
character development by Amitai Etzioni, a George Washington University
sociologist (as cited in Berreth & Berman, 1997). Grim ley, Zucker, Fakouri, and
Thompson (1991) discussed the need for developing prosocial behaviors in students
as they extend this problem to a much larger context than that of a national one. They
explained how the invention of the light bulb, radio, telephone and other technological
advances have caused the nations of the world to become more and more
interdependent. Students are exposed to the many material goods our society offers
through television, radio, and computers. Our society has become very competitive,
whereas measuring success by how many material goods one owns. After much
research on this topic, one realizes that this is a prevalent problem throughout our
nation. Many factors such as the dissolution of the traditional family (Bellanca, 1992),
inappropriate TV models (Bellanca, 1992), the decrease in society's well-being
(Garbarino, 1997), growing economic disparity (Berreth & Berman, 1997), and an
increased emphasis on self-interest and material goods (Berreth & Berman, 1997)
have all contributed to the lack of social skills in our society's students today.

1.2 Social Skills and Prosocial Behavior amongst Students Today

The literature suggests several causes for the lack of social skills and
prosocial behavior amongst children today. One such cause, as described by Bellanca
(1992), is the "dissolution of the traditional family" (1992, p. 201). This includes
single parents, dual-working parents, and no-parent families. Sociologists have
determined that in our society today, we have more single parents and dual-working
parents than ever before. Because of this, the parent(s) have much less time to spend
with their children. In turn, the students do not have the positive role models they
need to learn basic social skills, appropriate behavior, and moral and ethical values
(Bellanca, 1992). This has become a serious problem which affects the social well-
being of students today. This does not necessarily make present-day parents "bad", as
today's society often requires both parents to work in order to provide for their
children what their parents were able to provide for them with only one parent
supporting the family. The 1990's have shown some of the highest percentages of
teenage suicide, unemployment, drug abuse, dropout rates, and poverty (Garbarino,
1997). With so many changes in our society, we need to prepare our students for the
future. Some believe this to mean that our students must become knowledgeable of
the ways of the world at a much younger age. Because of this, children today are
losing what should be treasured; their student life. The pressures and demands placed
on students today are very different from what their parents experienced as students.
Garbarino (1997) feels this is due to a greater awareness of society's problems. As
Garbarino (1997) reflects on his student years, he admits that children were
kidnapped, young girls got pregnant, teenagers were using drugs and alcohol, and
student abuse did exist, but most students did not know about it. Today's students are
much more aware of the possible dangers around them.
1.3 The Solution Strategy
Many solutions to this problem of lack of social skills development in
students were found after reviewing the literature. One such solution is integrating
social and emotional learning into the classroom environment (Long, 1995; Rimm,
1997; Salkowski, 1994). Through this model, social and emotional learning should be
presented in the classroom in manageable components. The teacher will constantly
model successful performances of skills, while giving opportunities for the students to
practice. In this type of classroom environment, the students are always given
feedback and reinforcement from their teacher. Along the same lines as the previous
solution strategy, another belief in the remediation of lack of social skills
development is to simply teach social skills in the classroom (Berreth & Berman,
1997; Cummings & Haggerty, 1997; Ostlund, 1992). "Social skills do not develop for
the class as a whole without deliberate, specific and repeated attention to them"
(Bellanca & Fogarty, 1991, p. 50). Bellanca and Fogarty (1991) discuss the five
crucial steps in teaching social skills effectively to children. Those steps include:
hook, teach, practice, observe, and reward. The hook lesson focuses the students'
attention onto the targeted social skill. While actually teaching the skill, a t-chart
should be used to help students generate specific behaviors of the social skill.

1.4 Problem Statement and Context

The students of the targeted class exhibit a lack of social skills
development that interfere with positive interaction among peers in the classroom.
Evidence for the existence of the problem includes teacher observation, teacher
checklists, and student surveys. Myanmar university classes have a natural mix of
students: some are sociable, and others are quieter. Teachers sometimes comment that
academic or practical ability does not necessarily predict how smoothly a class will
run; moreover, it is sometimes the “shy” students who appear to engage in the class
more than their “extrovert” peers. There seems to be a set of behaviors (or strategies)
which is employed by many students which hinders a group in proceeding through
their lesson. Typically, these behaviors are seen when students do not wish to answer
a question from the teacher, complete an assigned task, or when they express low
levels of motivation.

1.5 Aims of the Study

This study aimed to examine the students’ problem presently exists within
the targeted classrooms and to find out teachers’ views on improving students’
cooperative behavior using Social Skills Instruction in English language classrooms.

II. Methodology
A small-scale survey of 149 students at two universities in Myanmar and
11 teachers was conducted, initially involving one interview with the teachers, and
recorded, unscripted interviews with the students in small groups of up to six as part
of their regular teacher-student feedback meetings. As a result of the responses, a
series of lesson plans was created which included activity types which suggested
themselves based on the data collected. Several weeks later in the semester, the
classes were run, and afterward, one final interview was conducted with the
participating students.

2.1 Data collection

Data collection to assess effectiveness of interventions, teacher checklist
and student surveys and teacher observation/anecdotal records have been applied in
this research.

2.2 Methods of Assessment

To determine the extent to which the problem presently exists within the
targeted classrooms and to determine the effects of the intervention, the teacher-
researcher designed an assessment plan consisting of three key components. These
components include teacher checklists, teacher anecdotal records, and student
surveys.

III. Results
This action research takes place in EFL classrooms of selected universities
in Myanmar. According to the table (1), the results of student surveys showed that
most of the students respect other’s opinion (Mean=2.34) but they rather work alone
(Mean=2.32) and they listen only some of the time (Mean=2.28). Most of the students
disagree in groups and don’t want to talk much. Therefore, it can be seen that students
have moderate exposure to social skills instruction . According to the table (2), some
students lack listening skills (Mean=1.94) and some students showed deficits in
personal commitment to rules (Mean=1.96). Sometimes, some students rely on
teachers (Mean=2.01). Therefore, it can be seen that results of teacher checklist have
moderate exposure to social skills instruction.

3.1 Results of Student Survey

The following table shows the results of student survey which were
collected from selected universities in Myanmar.

Table 1:
Results of student survey (n=149)
Sr Item Response Calculation Interpretation
No Never Sometimes Always Mean SD
I like Having moderate
1 cooperative 25% 40% 35% 2.10 0.77 exposure to social skills
groups. instruction
Having moderate
I rather work
2 19% 30% 51% 2.32 0.77 exposure to social skills
alone.
instruction
Having moderate
I rather work in
3 30% 37% 33% 2.03 0.79 exposure to social skills
groups.
instruction
Having moderate
I disagree in
4 27% 52% 21% 1.94 0.69 exposure to social skills
groups.
instruction
5 My group gets 33% 24% 43% 2.10 0.87 Having moderate
work done. exposure to social skills
 instruction
My group Having moderate
6 accomplish 31% 31% 38% 2.07 0.83 exposure to social skills
tasks. instruction
Having moderate
I talk, others
7 16% 72% 12% 1.96 0.53 exposure to social skills
listen.
instruction
Having moderate
Others talk, I
8 21% 30% 49% 2.28 0.79 exposure to social skills
listen.
instruction
Having appropriate
I respect other's
9 22% 22% 56% 2.34 0.82 exposure to social skills
opinion.
instruction
Having moderate
Others respect
10 13% 65% 23% 2.10 0.59 exposure to social skills
my opinion.
instruction
Having moderate
Average 23.70% 40.30% 36.10% 2.12 0.76 exposure to social skills
instruction
NOTE:
1.00-1.66=Lacking exposure to social skills instruction
1.67-2.33=Having moderate exposure to social skills instruction
2.34-3.00=Having appropriate exposure to social skills instruction

The students surveyed felt that they were listened to only some of the time,
while 23% (Mean=2.10) felt that their opinions shared with the group were respected
only some of the time. Another method of documenting the problem at the targeted
site was a teacher checklist which was completed by the researcher during the initial
cooperative group experience. This checklist shows the deficit area(s) of social skills
for each student in the targeted classroom. The researcher will continue to use the
checklist as documentation throughout the duration of the research process. After
analyzing the data, it revealed that students today have only moderate exposure to
social skills instruction.

3.2 Results of Teacher Checklist

The following table illustrates the results teacher checklist which were collected
from selected universities in Myanmar.

Table 2:
Results of teacher checklist (n=11)
Sr Item Response Calculation Interpretation
No Never Sometimes Always Mean SD
1 Students lack turn Having moderate
taking skills. 25% 40% 35% 2.10 0.77 exposure to social
skills instruction
2 Students lack Having moderate
defending skills. 19% 30% 51% 2.32 0.77 exposure to social
skills instruction
3 Students lack Having moderate
responsibility. 30% 37% 33% 2.03 0.79 exposure to social
skills instruction
4 Students lack 27% 52% 21% 1.94 0.69 Having moderate
 listening skills. exposure to social
skills instruction
5 Students lack Having moderate
independence. 33% 24% 43% 2.10 0.87 exposure to social
skills instruction
6 Students lack self- Having moderate
control. 31% 31% 38% 2.07 0.83 exposure to social
skills instruction
7 Students lack Having moderate
personal exposure to social
16% 72% 12% 1.96 0.53
commitment to skills instruction
rules.
8 Students seek Having moderate
power over the 21% 30% 49% 2.28 0.79 exposure to social
teacher. skills instruction
9 Students seek Having appropriate
attention over the 22% 22% 56% 2.34 0.82 exposure to social
teacher. skills instruction
10 Students seek Having moderate
attention over other 13% 65% 22% 2.09 0.58 exposure to social
students. skills instruction
11 Students lack Having moderate
confidence (rely on 38% 23% 39% 2.01 0.88 exposure to social
teacher). skills instruction
Having moderate
Average 25.00% 38.73% 36.27% 2.11 0.77 exposure to social
skills instruction
NOTE:
1.00-1.66=Lacking exposure to social skills instruction
1.67-2.33=Having moderate exposure to social skills instruction
2.34-3.00=Having appropriate exposure to social skills instruction

The students in the targeted class were observed during the cooperative
activity. Most students worked well together in the activities. Some of the students
(Mean=1.94) showed deficits in listening skills. They often had to be reminded by the
classroom teacher and their group members to allow others to speak their mind also.
The next largest problems sited are a lack of personal commitment to rules
(Mean=1.96) and lack confidence and rely on the teacher (Mean=2.01). The students
who were cited as lacking responsibility often did not take ownership in the group's
final product. They also were not able to explain parts or all of the finished product
when asked. Several students wanted excessive attention from the teacher. Many of
these students would ask the teacher a question simply for the sake of asking a
question. The students were instructed to ask members of their group or the "checker"
for clarification. Students who sought attention from the teacher did not follow these
instructions and often asked questions or wanted clarification about instructions that
were just stated to the entire class. The final method of documentation for evidence of
the problem is anecdotal records. These records are kept by the researcher and the
classroom teacher and will document any lack of prosocial behaviors among students
in the targeted classroom, such as disagreements and/or arguments, physical fights,
discipline referrals to the office, and disrespect towards another peer and/or adult.
These observations will be recorded throughout the duration of the research process.
It should be noted that the researcher is not the classroom teacher. The researcher will
be coming into the targeted classroom once a week to give the social skills
instruction. The classroom teacher will then use cooperative groups throughout the
week for content instruction. Both the researcher and the classroom teacher will keep
these anecdotal records.

IV. Discussion
The socialization of students is a complex interpersonal process in which
the parents and other significant adults try to pass on their values and beliefs to the
next generation. The use of prosocial signs in the classroom promotes a positive
attitude towards oneself, learning, and others. It also promotes self-control and
positive behavior. Several educational activities were recommended to be
implemented in the classroom to facilitate the social skills development in students.
While the students are practicing the skill, the teacher watches for positive examples
of the desired social skill. By doing this, the teacher is able to recognize the positive
use of the skills and encourage all students to continue practicing it. Finally, the
students should be rewarded in some way for using the social skills they have been
taught in a positive manner. According to the teachers’ responses, the social skills like
personal commitment to rules, listening skills and attention over other students should
be emphasized on a basis. In order to accomplish the objective described above, the
following suggestions are necessary and selection of activities to be included in the
action plan.
i Classroom environment should be designed to foster prosocial behavior.
ii Direct instruction of social skills should be implemented.
iii Teacher should devise a series of cooperative learning activities that foster
prosocial behavior.

V. Conclusion
The results of this study show favorable results to social skills instruction
positively impacting cooperative group behavior. This is a topic which needs to be
addressed more and more in our universities today. For various reasons, the family
structure is changing from earlier this century, which in turn places a new demand on
the educators of today. Not only there is more information to teach to students than
there was 100, or 50, or even 20 years ago, but the universities now see the need to
implement some social skills training into the classroom, therefore students can be
better prepared for their future. Educators are more likely to place importance on this
essential component of education if they see can see positive results from their efforts.
This research can be one such piece of evidence in favor of social skills instruction.
Based on the results of this research project, in order to design a social skills program
that is most effective, the researcher feels certain areas must be considered a priority.
The parts of the research project that deviated from the original action plan are some
of those vital areas. Time is one of the most essential factors of any curriculum
implementation. While the students seemed to enjoy the variety, it seems logical that
it would be more effective for the classroom teacher to give the social skills
instruction. This way, he/she could monitor the transfer of the skills taught throughout
the day.
VI. Recommendation
The classroom teacher could also remind students of what social skills
they need to be using when necessary. This was the original intention of the
researcher. However, because of the limited amount of time spent in the target
classrooms, this was very difficult. While the assessment instruments used were valid,
it seems that it would be easier to assess the effectiveness of the social skills
instruction implemented if the researcher was able to remain in the classroom for a
longer period of time or at different instructional times. The social skills that were left
without instruction were important and probably would have impacted more the
improved cooperative behavior. The information presented in this research shows
favorable results for social skills instruction as it improves cooperative behavior.
Research has shown that students today lack the social skills which are necessary to
become successful members of the working world. The changes in the traditional
family structure dictates that universities need to place importance on social skills
instruction. Social skills instruction needs to become a part of the mandatory
curriculum in universities across the country. To do this, educators must sense the
importance of social skills training, and see the positive results that can come of it.

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Appendices
Appendix A
Student Survey
Read each question below carefully and place a check under the column that applies.
A for Always, S for Sometimes, and N for Never.
This is to be done individually and will be collected when everyone is finished. Be
honest when marking your answers.

General Question
How well do you think you get along with your classmates in a cooperative group?
1. Do you like working in cooperative groups?
2. Would you rather work alone?
3. Would you rather work in groups?
4. When in a cooperative group, do you spend most of the time disagreeing?
5. When in a cooperative group, do you spend most of the time getting work done?
6. When finished working in a group, all the goals of the task are accomplished.
7. When you talk, do others listen?
8. When others talk, do you listen?
9. Do you respect other peoples' opinions in the group?
10. Do other people respect you when you give your opinion?

Appendix B
Teacher Checklist
Teacher Checklist of Student Interaction
Date Teacher Key For Chart Social Skills: Seeks Power
Fairness Responsibility Over the teacher Helpfulness
Respect Over the students
Self-Control Personal Commitment to rules
Independence Sharing Rescuing
Defending Comforting
Listening
Taking Turns